College Writing II
English 102.01
College Writing II
Fall 2015
Room Curry 334
Instructor Johnson
Class Time: 9:00-9:50 MWF
Office: MHRA 3210G
Email:
Office hours: MW 8:00am-9:00am
Mailbox location: MHRA 3317
Course Description
English 102 satisfies three of the six hours of the Reasoning and Discourse (GRD) requirement at UNCG, which asserts that students “gain skills in intellectual discourse, including constructing cogent arguments, locating, synthesizing and analyzing documents, and writing and speaking clearly, coherently, and effectively” (
In addition, English 102 is designed to meet Learning Goal #1 (LG1) in the UNCG General Education Program. This is the ability to“think critically, communicate effectively, and develop appropriate fundamental skills in quantitative and information literacies” (
Thus, English 102’s main objective is to extend your knowledge of composition and rhetoric in order to aid you in communicating, writing, and delivering your points more effectively and poignantly with an emphasis on research methods and incorporating research into your arguments. Further, since this course carries the speaking-intensive marker, oral communication will also be a focus of the course material. The course will also emphasize how to enhance your researching techniques and writing style.
Required Texts
Doll, William M. Speak: How to Talk to Classmates and Others. Oxford: Oxford UP, 2014.
Print.
Huff, Anne Sigismund. Writing for Scholarly Publication. Thousand Oaks, CA: Sage
Publications, 1999. Print.
McGuire, Meghan H., S. Brenta Blevins, and Alison M. Johnson. Rhetorical Approaches to
College Writing. Plymouth, MI: Hayden-McNeil Publishing, 2016. Print.
Various supplemental readings available on Canvas.
Student Learning Outcomes
A. English 102 Student Learning Outcomes:
At the completion of this course, students will be able to:
1. Locate and evaluate primary and/or secondary sources;
2. Employ sources to advance an informed, cogent argument;
3. Construct research-based writing projects that demonstrate focused, independent inquiry.
B. English 102 Speaking Intensive Learning Outcome:
At the completion of this course, students will be able to:
1. Speak in genres appropriate to the disciplines(s) of the primary subject matter of the course.
Academic Integrity
“Academic integrity is founded upon and encompasses the following five values: honesty, trust, fairness, respect, and responsibility. Violations include, for example, cheating, plagiarism, misuse of academic resources, falsification, and facilitating academic dishonesty. If knowledge is to be gained and properly evaluated, it must be pursued under conditions free from dishonesty. Deceit and misrepresentations are incompatible with the fundamental activity of this academic institution and shall not be tolerated” (from UNCG’s Academic Integrity Policy). To ensure that you understand the university’s policy on academic integrity, review the guidelines and list of violations at I expect you to abide by the Academic Integrity Policy. Incidents of cheating and plagiarism are reported to the Dean of Students and sanctions are aligned with the policies at
Incidents of cheating and plagiarism are reported to the Dean of Students and sanctions are aligned with the policies at
If any student is found in violation of this policy in this course, corrective action will be taken including the possibility of failing the course.
MLA Citation and Format
All papers must be written in and adhere to MLA guidelines, which can be found online at the Purdue’s Online Writing Lab. The URL to this tool is: This online source includes vital information concerning: how to cite references, how to quote, paraphrase, summarize, and proper formatting of all papers that you will submit in this class. All papers must abide by the following format: 1” margins, 12 point, Times New Roman font, double-spaced. Headings should also follow MLA format.
Attendance Policy
Students in MWF classes are allowed a maximum of three absences without a grade penalty (to be defined by the individual instructor); students in TR classes are allowed two absences without such penalty. Students who miss six classes on a MWF schedule, or four classes on a TR schedule, will fail the course. This attendance policy does not differentiate between "excused" and "unexcused" absences; thus, it is the student's responsibility to plan for absences within the policy concerning program fieldtrips, athletic events, work-related absences, advising sessions, minor illnesses, family and/or friend events, etc. For this English course, the College Writing Program’s attendance policy supersedes any other.
Students are by state law allowed two excused absences due to religious holidays. These absences do not count toward the total maximums allowed above. If a student plans to miss class due to a religious holiday, he or she must notify the instructor in writing at least 48 hours prior to the absence.
If you have extenuating circumstances such as a death in the family, chronic illness/injury requiring prolonged medical treatment, prolonged psychological issues, etc., then you should immediately contact the Dean of Students Office for advocacy ( You can use that department email, () and provide your name, your UNCG ID number, a telephone number that you can be reached, and a general description of why you would like to meet with a staff member. If your situation is urgent, you may opt for a walk-in appointment (Monday – Friday from 9:00 am to 4:00 pm), and the staff will connect you with the appropriate person as soon as possible. The Dean of Students office is located on the second floor of the Elliott University Center (EUC).
Regarding timeliness, please be advised that three tardies, whether they are successive or not, will constitute one absence. A student is considered tardy if he/she arrives to class at least five minutes late. These are short class periods, and we have a lot of material to cover, thus arriving on time and prepared for class is essential to successful completion of the course.
Finally, also understand that if a student is found exhibiting unacceptable behavior (to be determined by the instructor) s/he will be asked to leave the class for the day and this departure will be counted as an absence. In order to fully benefit from this course, you are asked to act in a respectable, adult manner at all times, toward other students and toward the instructor herself.
Course Evaluation
Participation…………...……………………………………………………………………… 15%
Annotated Bibliography………………………………………………………………………...5%
Research Talk………………………………………………………………………………….10%
Essay 1…………...…………………………………………………………………………….10%
Prospectus…………………………………………………………………………………….....5%
Abstract………………………………………………………………………………………….5%
Essay 2...…...…………………………………………………………………………………..10%
Final Presentation……………………………………………………………………………...15%
Final Essay…………………………...………………………………………………………...25%
*Failing to complete any single assignment for the course could result in a failing grade for the entire course! All assignments are required assignments.
Participation (SLO 1, and SI SLO 1)
Participation in this course is evaluated on a two-part basis: (1) being prepared for and actively engaged in class, which means that you are expected to contribute to the class discussions, and you must have actively read the required readings prior to class, and (2) various quizzes and other in-class assignments to be given at the behest of the instructor. Please keep in mind that you may not be forewarned of a quiz; thus, it is imperative that you complete all assignments and readings in a timely manner.
Conferences
Once during the semester, I will meet with each of you individually to discuss your progress in the class and make suggestions as to how to better your writing. Not only do I expect that you have completed the reading assigned for these conferences prior to meeting with me, but I also expect you to come equipped with questions and/or concerns to discuss. Keep in mind that these conferences can be used to look at particular pieces of your writing. If that is what you would prefer to discuss in our meetings, please come prepared with a hard copy of the piece you wish to talk about.
The Annotated Bibliography, Research Talk, and Essay 1 (SLOs 1-3, and SI SLO 1)
To aid you in refining your research skills, you will a topic of your own choice to investigate for this first project. Often, when we are interested in our own topics of scholarly inquiry, not only do we become more engaged with the ideas we find and produce, but we also tend to write about said ideas more engagingly. Thus, you will get to select a topic of your own for this project. To begin the research process, you will write an annotated bibliography that includes seven credible sources at a minimum. Five of the seven sources must come from peer-reviewed sources. After you have researched the topic to the point where you feel well-informed on its major points, you will be able to explain the topic and particular problem/issue you are investigating. The research talk you give the class will last five to seven minutes in which you will outline what your research has told you about the issue you are investigating. Be sure to save at least 30 seconds at the end of the talk to tentatively tell the class where you might intervene in this topic, should you want to write an argumentative paper about it. More specifics regarding these two assignments will be made available as the time approaches. Finally, after engaging in your research enterprises and sharing what you have found in your research with your peers, you will write an 5-7 page literature review on this topic. These three assignments, taken together, will comprise 25% of your grade.
Prospectus, Abstract, and Essay 2 (SLOs 1-3)
Your second essay will be on a topic of your own choosing, once again. This difference in this research enterprise as opposed to the previous one is that in this group of assignments, you will be more geared toward ensuring that you have something to add to the conversation as it currently stands. In order to ensure a viable route for argumentation, you will write a prospectus of your topic and argument and turn that into me before the essay is due for feedback. In addition to the 5-7 page essay, you will also include an abstract. We will review how to compose these other forms of writing (the annotated bibliography, prospectus, and abstract) later in the semester. Cumulatively, these three related assignments, the Prospectus, Abstract, and second essay, will constitute 20% of your grade.
Final Essay and Final Presentation (SLOs 1-3 and SI SLO 1)
For your final essay project, you will select either one of the two essays you have already composed for this course and revise it further, or you will select a completely new topic and write another polished 5-7 page essay. If you choose to do the latter, you will need to communicate with me what your writing plans will be for this final essay either in class or via email. Regarding the former option, keep in mind that revising a paper means rewriting that paper. Surface changes, such as performing a grammar check and/or punctuation check, do not constitute revision. If you choose to rewrite a paper for this course and have only performed surface changes on the essay, this will result in a failing grade for the assignment. Keep in mind that I am available to meet with you (in office hours or by appointment) to discuss your compositional progress and explore options for revision, if you feel you could benefit from this one-on-one discussion about your rhetorical choices. Please also remember that failure to complete the final essay will also result in automatic failure of the course.
For the final presentation, you will present to the class a condensed version of your final project. Each reading will should be timed to last five minutes. Do not go over this timeframe, for that will cut into other people’s presentations. Also, be advised that your presentation should be as close to five minutes as possible, so the class gains a decent understanding of your topic, your conversants, and your argument. A two-minute Q&A will follow your presentation. Think of the assignment as reading a portion of your paper, like you would at a professional conference in the English discipline. Further details concerning this assignment will be made available to you the closer we come to its due date. A rubric will be posted to Canvas so you will know my specific requirements and expectations regarding this assignment. Please be reminded that these two final assignments account for 40% of your grade for the course.
Peer-Review
Three days in the syllabus are devoted to peer-review. This is to emphasize how important and valuable peer-review can be to the composing process. I will supply a handout via Canvas for you to reference and work with each time we engage in peer-review. Regarding peer-review partners, I require that you have a different partner each time you have your paper peer-reviewed. I require this because it allows you as the author to have multiple perspectives on how you write rather than what you write.
Late Work
I do not accept late work. I do, however, accept early work. If you would like to turn in your work early, or if you know you will miss a class when an assignment is due, I will gladly accept it before its due date. Please refer to the course schedule to see when assignments are due, and make sure to check this schedule regularly.
The WritingCenter
The purpose of the WritingCenter is to enhance the confidence and competence of student writers by providing free, individual assistance at any stage of any writing project. Staff consultants are experienced writers and alert readers, prepared to offer feedback and suggestions on drafts of papers, help students find answers to their questions about writing, and provide one-on-one instruction as needed. This facility is located in the Moore Humanities and Research Building, room 3211. For more information about their services, please go to:
The Speaking Center
The University Speaking Center provides students with consultation support and instructional workshop services. Our support is designed to help speakers further develop their own oral communication confidence and competence. We provide peer-to-peer feedback, guidance, and other support in the areas of public speaking preparation and delivery, interpersonal communication, and group or team communication. This resource is located in the Moore Humanities and Research Building, room 3211. Hours and online resources can be found here:
Electronic Equipment in the Classroom
All cell phones, smart phones, and iPods should be turned completely off and put away in your bag before class begins. This means that they are not on vibrate mode and they are not in your pocket or on your desk. They need to be completely put away. If they remain out or begin to make noise/sing, they not only distract you, but everyone else in class. If you foresee an emergency that will require you to access your cell phone, you must notify me at the beginning of class and I will use my discretion. The first time the electronics policy is violated, the student will be asked to leave the class and will be counted absent for the day, regardless of the time the student is dismissed from the class.
NO LAPTOP COMPUTERS, TABLETS, OR OTHER INTERNET-ENABLED DEVICES MAY BE USED IN CLASS: Students should print out all Canvas readings and bring these to class rather than accessing them online during class. Exceptions to this policy will only be made in cases where there is documented evidence of a learning disability or other situation where a computer is necessary. In these cases, the student must consult with the instructor and provide appropriate documentation.
The Office of Accessibility Resources
Students with documentation of special needs should arrange to see me about accommodations as soon as possible. If you believe you could benefit from such accommodations, you must first register with the Office of Accessibility Resources & Services on campus before such accommodations can be made. The office is located on the second floor of the Elliot University Center (EUC) in Suite 215, and the office is open 8am to 5pm, Monday – Friday. Telephone: 334-5440; email:
Course Outline
Canvas: Canvas; Huff: Writing for Scholarly Publication;RACW: Rhetorical Approaches to College Writing; Speak: Speak: How to Talk to Classmates and Others
*Please note: Changes in the schedule may need to be adjusted due to our work together and in cases of inclement weather at the discretion of the instructor.
Week 1
M8/17: Introductions and Syllabus, Textbooks, and Course Projects Overview
W 8/19: Academic Integrity & Grading
RACW: “Academic Integrity” (42-8); “Reading an Assignment Sheet” (171-4)
Canvas: “Plagiarism” from the MLA Handbook,7th Edition(52-61)
“Why Colleges Shower their Students with As” Brent Staples (1998)
F 8/21: Writing Is a Process
Huff: Chapter 1, “Writing as Conversation” (3-16)
RACW: “The Genre of Academic Discourse” (113-7); “The Multiliteracy Centers: Empowering Writers, Speakers, and Designers to Communicate Effectively” (226-32)